Özet:

The basic component which effects the history teaching programs majorly, is the reflection of the well accepted philosophical and teaching – learning approaches to the program. If the accepted approach is behaviorism, an approach based on positivist epistemology, the history teaching programs consist of, in general, aim, content, teaching – learning process and evaluation parts. On the other hand, if constructivism is accepted, capability, gains, teaching – learning process and evaluation becomes the parts. This is a crucial component for the application of the teaching program with the parts that show coherence with each other. Among these parts, the “evaluation part” is much more important as it shows the outcomes of the other three parts. It is expected that the well accepted education approach will define the assessment and evaluation period and allow the nature of the program to become a part of this period. The aim of this research is to open to discussion how the MEB history education programs, prepared in the frame work of constructivism, reflect on the assessment and evaluation. This discussion will reveal the results of the basic problems of history teachers who are in the application field and how the constructivist assessment and evaluation approach is used in the class. We decided to use research focus group interviews, which are among the qualitative research methods. The choice of focus group interviews, that are defined in the literature as “a group of people, gathered together by the choosing and bringing together of the researcher, giving the iropinions and discussing about the problem that is the subject of the research”, are also important as they allowed to the history teachers working at different schools to come together and share their experiences in the teaching process. In this respect, in the focus group interview made with 8 history teachers teaching at Istanbul Eyüp district, regarding the “evaluation” period in the history classes, and their opinions were taken regarding the evaluation step of the teaching period in the constructivist approach. The data has been analyzed with content analysis approach. According to the results of the research, the appliers of the program stated that the using of assessment tools in the history teaching programs cannot be used due to the directives of the managers regarding the need of using of objective assessment tools and due to the content of the central exams. Also assessment and evaluation in the spirit of a constructivist approach cannot be used in-group evaluation and personal evaluation forms.

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